Background of the Research

incorporation of Cooperative Learning. CLL gives positive impacts such as greater effort to achieve more positive relationship among pupils and greater psychological health. Legenhausen and Wolff 1990 concur that writing in small groups is an efficient way to promote writing abilities and it was an excellent interaction activity. Collaborative work between learners is encouraged to increase the students’ motivation and develop positive attitudes towards the writing activities Nunan, 1991. The students should responsible in their writing and give the opportunity to share their work with others. On the other hand, a study by Zhu Lin 2009 shows if comparing to traditional teaching methods, TBLT can give learners better initiative and make them more active in writing class. In TBLT, teacher designs some familiar activities in everyday life to create real or relatively real environment to stimulate learners’ interests in writing and teach them how to socialize and communicate in certain occasions. It is an effective teaching method whose tasks can improve the structure of classroom teaching, propel learners to learn and utilize English in activities and help learners get together to cooperate and experience the success and joy in learning English. Besides teaching methods, students achievement in writing is also influenced by many factors. One of them is motivation. Many studies about the most appropriate learning methods that can be applied for all situations have failed because the students do not have motivation to study. Motivation is defined as which arouses and sustains a persons behavior. Motivation has been called the neglected heart of language teaching Rost, 2000. Motivation either exists within the students intrinsic motivation or comes outside the students extrinsic motivation. The students with high learning motivation are the students with high desire to learn in teaching learning process, while the students with low learning motivation are the students who always have less effort in their study. All of learning activities such as writing are filtered through students motivation. In this sense, students’ motivation controls the flow of classroom. Without students motivation, there is no pulse or life in the class. Based on the underlying facts, this research is intended to discover the effect of teaching methods and students learning motivation on students’ narrative writing achievement. It means that the effect of applying these two teaching methods and students learning motivation will be proven whether they are effective towards achievement in narrative writing.

1.2 Problems of the Research

Based on the background of the research, the problems of this research are formulated in question forms as follows: 1. Do CLL and TBLT significantly affect the students’ narrative writing achievement? 2. Does students’ learning motivation significantly affect their achievement in narrative writing? 3. Is there any interaction between CLL and TBLT methods and students learning motivation to their achievement in narrative writi

1.3 Objectives of the Research

In line with the previous problems, the objectives of the research are: 1. To find out whether CLL and TBLT significantly affect the students’ narrative writing achievement. 2. To find out whether students’ learning motivation significantly affects their achievement in narrative writing. 3. To find out the interaction between teaching methods and students learning motivation to their achievement in narrative writing.

1.4 Scope of the Research

There are many methodologies that the teachers can use in enhancing the students achievement in English, especially in writing. This research limited on the application of CLL and TBLT which assume can help the students achievement in writing. In relation to these methods, there are many factors affect the students’ learning such as motivation, interest, personality, etc. In this case the writer chose motivation factor, because it is one of fundamental essence of language teaching. Motivation helps develop greater language - learning skills and encourages greater overall effort and results in greater success in terms of language achievement like writing. The writing text chosen was narrative text which is one of the most widely used genre text in writing of Standard Competency on Educational Unit Oriented Curriculum Kurikulum tingkat Satuan Pendidikan; KTSP for grade IX of Junior High School Sekolah Menengah Pertama: SMP.

1.5 Significance of the Research

Through this research, it is expected that the effects of CLL, TBLT and students learning motivation will be clearly revealed out. It is hoped that it can provide valuable information, which may have theoretical as well as practical value for English language teachers and learners. Theoretically, the result of the research will support the theory of CLL and TBLT in improving the students’ ability in writing. Meanwhile, practically the result of the research will guide the English language teachers in their attempt to decide the appropriate methods that should be applied in enhancing the students narrative writing achievement. It is also expected to give contribution for those who are interested in performing further study in other field of research.